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Qualitative Methods in Special Education Research.

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Title: Qualitative Methods in Special Education Research.
Authors: Leko, Melinda M. (AUTHOR), Cook, Bryan G. (AUTHOR), Cook, Lysandra (AUTHOR)
Source: Learning Disabilities Research & Practice (Wiley-Blackwell). Nov2021, Vol. 36 Issue 4, p278-286. 9p. 2 Charts.
Subjects: Education research, Special education, Qualitative research, Learning disabilities, Students with disabilities
Abstract: Qualitative research methods are used within special education research to provide insights about how and why phenomena occur. They can, however, be misunderstood and applied inappropriately. Our aim in this article is to provide an overview of qualitative methods, including their purpose, contributions to research involving students with learning disabilities, limitations, and quality indicators for methodological rigor. Additionally, we highlight common qualitative methods and data sources. We review a recent study that exemplifies the use of qualitative methods in the field. Our take‐home message is that qualitative methods can provide valuable in‐depth information about how and why phenomena occur, but they are not intended to support causal relationships or large‐scale generalizability. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Qualitative Methods in Special Education Research.
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  Data: <searchLink fieldCode="AR" term="%22Leko%2C+Melinda+M%2E%22">Leko, Melinda M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Bryan+G%2E%22">Cook, Bryan G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Lysandra%22">Cook, Lysandra</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Wiley-Blackwell%29%22">Learning Disabilities Research & Practice (Wiley-Blackwell)</searchLink>. Nov2021, Vol. 36 Issue 4, p278-286. 9p. 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink>
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  Data: Qualitative research methods are used within special education research to provide insights about how and why phenomena occur. They can, however, be misunderstood and applied inappropriately. Our aim in this article is to provide an overview of qualitative methods, including their purpose, contributions to research involving students with learning disabilities, limitations, and quality indicators for methodological rigor. Additionally, we highlight common qualitative methods and data sources. We review a recent study that exemplifies the use of qualitative methods in the field. Our take‐home message is that qualitative methods can provide valuable in‐depth information about how and why phenomena occur, but they are not intended to support causal relationships or large‐scale generalizability. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ldrp.12268
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        Text: English
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      – SubjectFull: Education research
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      – SubjectFull: Special education
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      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Students with disabilities
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              Text: Nov2021
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